Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences

Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences brings together the expertise of a powerful group of authoritative writers, offering an explanation of how psychologists identify a range of specific learning differences in students. It provides detailed information about the most common types of neurodiversity, and explores them in relation to relevant legislation, institutional policy and the overall learning and teaching implications. It also investigates the most effective computer hardware and programs used by students to help them access the curriculum. This book strikes a coherent balance between theoretical and practical aspects of neurodiversity, identifying the key issues and forecasting future trends. The case studies featured throughout are designed to have a broad international appeal.

Spis treści:
List of Illustrations.
Notes on contributors.
Foreword (Sally Brown).
1. Introduction (David Pollak).
2. Neurodiversity, disability, legislation and policy development (Alan Hurst).
3. The psychological assessment of neurodiversity (David Grant).
4. Dyslexia (Ross Cooper).
5. Dyspraxia (Sharon Drew).
6. Dyscalculia (Clare Trott).
7. Asperger Syndrome: empathy is a two–way street (Nicola Martin).
8. Attention Deficit (Hyperactivity) Disorder – AD(H)D (Mary Colley).
9. Mental well–being (Kitty McCrea).
10. Assistive technology (E. A. Draffan).
11. Teaching, learning and assessment: "It’s not like you think" (Heather Symonds).
12. Conclusion: linking the strands together (David Pollak).

Nota biograficzna:
Dr David Pollak is Principal Lecturer in Learning Support at De Montfort University. He runs the highly successful website brainhe.com. He has specialised in neurodiversity such as dyslexia for over 30 years, and is a UK National Teaching Fellow.

Okładka tylna:
Neurodiversity in Higher Ed ucation: Positive Responses to Specific Learning Differences brings together the expertise of a powerful group of authoritative writers, offering an explanation of how psychologists identify a range of specific learning differences in students. It provides detailed information about the most common types of neurodiversity, and explores them in relation to relevant legislation, institutional policy and the overall learning and teaching implications. It also investigates the most effective computer hardware and programs used by students to help them access the curriculum. This book strikes a coherent balance between theoretical and practical aspects of neurodiversity, identifying the key issues and forecasting future trends. The case studies featured throughout are designed to have a broad international appeal.